Hasil untuk "Oral communication. Speech"

Maciej Adamczyk

Artykuł stanowi rozważania na temat wprowadzania elementów historii języka w nauczaniu języka polskiego jako obcego lub drugiego, skupiające się przede wszystkim na nauczaniu i uczeniu się gramatyki języka polskiego. Przedstawione zostają argumenty przemawiające za użyciem metody diachronicznej obok używanej współcześnie w glottodydaktyce metody synchronicznej, ze wskazaniem przede wszystkim na funkcjonalność i przydatność takiego podejścia. Polszczyzna jako dziedzictwo kulturowe Polaków niesie za sobą ponadtysiącletnią historię naszego kraju, od której trudno jest abstrahować, nauczając tego języka, zwłaszcza w kształceniu literacko -kulturowym. Wiele aspektów polszczyzny, zarówno wewnątrzjęzykowych, takich jak zasady ortograficzne, gramatyczne czy stylistyczne, jak i komunikacyjnych, typu styl wypowiedzi, komunikatywność czy etykieta językowa, wynika z długiej i zawiłej historii, dającej się dziś odnaleźć w akcie interlokucji. Niedawno wydany podręcznik do nauki gramatyki języka polskiego dla obcokrajowców korzysta z osiągnięć językoznawstwa historycznego w celu wyjaśnienia różnych zasad, reguł i zjawisk występujących we współczesnej polszczyźnie, dając tym samym pretekst do zgłębiania języka polskiego oraz ćwiczenia umiejętności posługiwania się nim.

Endah Nur Tjendani, Imam Ghozali, Mohammad Iqbal Muhajir

Classroom communication has a prominent role in teaching learning in traditional and modern class, so this research aimed to explore the contribution of Arabic traditional class communication culture to higher English education in Indonesian contexts. This research applied qualitative method with data collection using in-depth observation, interview, and document to the cultural dynamics within university and Pesantren classrooms. All data had been analyzed using themes, namely teachers’ notion, student’s activities, and classroom organization pattern. The findings shown that 1) teacher contributed to the knowledge symbol, to have moral character as a model, and to be strict and fair, and donated to class activities, like reading aloud, memorizing, formal examination, giving speech, mush explanations, and teacher-centered; 2) students came up with a knowledge receiver, depend on teachers’ instruction,  strong memorization, exam performance, but a little critical thinking shown by written task/project, and 3) class organization provided by Sorogan, Setoran, Muhādaṡah Yaumiyyah, Muhāḍarah/Dakwah, and dialogue in Muadakaroh/Bathsul Masa'il, like reading aloud individual or together with good or proper pronunciation on every phrase, explaining or memorizing grammatical and vocabulary with its detailed meanings, and apply hundreds words and grammatical in various exercises, rearranging jumbled sentences, memorizing, and the other technique, translating on word to word, sentence to sentence, texts to texts, and texts to contexts reported in written or oral, and speaking in form of speech, preach, discussion, monolog, and conversation. But, the similar findings existed in memorization and speech carried out both in Islamic boarding school classes and higher education. So, it is recommended for further research how the pesantren method is applied to further improve critical thinking

Khansa Rafi, Syed Masood-ul- Hasan, Saba Tabassum

Objective: To explore the attitudes, practices and preparedness of dental practitioners for providing oral care to patients with speech and hearing impairment. Methodology: This cross-sectional study was conducted on a sample of 467 dental practitioners between November 2021 and April 2022. A survey questionnaire was administered to practicing dental practitioners in Pakistan through online Google forms and in person. The survey included questions regarding dentists' demographic information, their attitudes and concerns, practices and views regarding training needs concerning the provision of oral care to patients with speech and hearing impairment. Data was analyzed with STATA version 16. Descriptive statistics with frequencies were computed and x² was used to find out the associations between different variables. Results: The findings suggest that a significant proportion of participants, specifically 88.22%, were unfamiliar with sign language and relied on the assistance of an attendant (54.82%) for communication purposes. According to their accounts, surgical extraction (54.4%) was perceived as the most challenging treatment to execute, whereas scaling and polishing (73.9%) was considered the easiest treatment  to administer in this particular population. When it came to providing care for individuals with speech and hearing impairment, several barriers were identified. These included communication obstacles (65.3%), patient cooperation (63.2%), concerns about medical emergencies (29.1%), inadequately trained staff (26.3%), and limited experience (25.5%). The participants unanimously agreed that there is a pressing need for enhanced undergraduate training (43.68%). Additionally, they suggested that it should be obligatory for students to treat a specific number of patients with speech and hearing impairment as part of their undergraduate training (49.25%). Conclusion: There is a need to address the identified barriers and create a better understanding between dentists and individuals with speech and hearing im- pairments. Basic dental signs should be learned and mastered to engage patients more effectively via non-verbal communication.

S. Yu. Dronova

Importance. This study is devoted to the communicative aspect of learning foreign languages and one of the most acute problems on the way to mastering oral foreign language speech – language barriers. The relevance of this study lies in the fact that in recent decades communicative competence has often been displaced from foreign language classes in non-linguistic universities, even despite the current competence approach, giving way to grammar and vocabulary, as well as foreign language for specific purposes. As a result, students are experiencing more and more problems with oral communication, most of which are related to the language barrier. Despite many scientific papers on this topic, their authors touch upon the theoretical aspects of the problem and, as a rule, do not offer specific methods for developing communicative competence with overcoming the language barrier.Materials and Methods. The paper uses methods of analysis of both domestic and foreign studies, empirical methods of long-term observation, system analysis, survey and pedagogical experiment.Result and Discussion. The main difficulties faced by students in the development of communicative competence in learning a foreign language can be divided into three groups: linguistic, psychosocial and organizational. The proposed scheme for the development of communicative competencies "Presentation – Reproduction – (Semi)controlled tasks – Communication" allows to prevent the occurrence and overcome the language barrier among students at different stages of language learning.Conclusion. The principles underlying learning with overcoming the language barrier consist in the naturalness of communication within the framework of training sessions, the gradual complication and relevance for students of educational materials for the development of oral communication.

Barbora Richtrová

Selective Mutism is classified as a less common anxiety disorder. This type of disorder is highly disruptive and limits the quality of life. Early detection and appropriately selected therapy are therefore essential. Therapy should be based on two basic human needs: RELATIONSHIP and SAFETY. Currently, therapy involving multiple modalities is dominantly used. The effectiveness of behavioural therapy and the use of "unfocused" communication is scientifically confirmed (Oerbeck et al., 2014; Driessen et al., 2020). In our case, we have extended the multimodal approach to include the Work at the Clay Field® sensorimotor art therapy method. It is a complex method, focused on the body and basal senses. It is a so-called "bottom-up" therapy. When using it, we observe a significant reduction in the symptomatology of Selective Mutism in the short term in preschool children at our workplace. Thus, Work at the Clay Field could be another recognised therapeutic approach for children with Selective Mutism.

Xochiquetzalli Cruz Martínez, Ixchel Reyes Rojas, Susan Stefan Téllez Rodríguez

Un relato oral grabado en 2020 evoca un caso de locura inducida supuestamente por brujería que aconteció en el pueblo de Capulhuac, en el estado de México, cuando la madre del narrador era niña. Se transcribe y se contextualiza el relato y se estudian algunos de sus motivos folclórico-narrativos, especialmente aquellos que demuestran la mezcla de elementos autóctonos mexicanos y de elementos con raíces españolas y europeas.

A. Cospain, E. Schaefer, M. Faoucher et al.

Skraban‐Deardorff syndrome (a disease related to variations in the WDR26 gene; OMIM #617616) was first described in a cohort of 15 individuals in 2017. The syndrome comprises intellectual deficiency, severe speech impairment, ataxic gait, seizures, mild hypotonia with feeding difficulties during infancy, and dysmorphic features. Here, we report on six novel heterozygous de novo pathogenic variants in WDR26 in six probands. The patients' phenotypes were consistent with original publication. One patient displayed marked hypotonia with an abnormal muscle biopsy; this finding warrants further investigation. Gait must be closely monitored, in order to highlight any musculoskeletal or neurological abnormalities and prompt further examinations. Speech therapy and alternative communication methods should be initiated early in the clinical follow‐up, in order to improve language and oral eating and drinking.

Stephanie van Eeden, Helen Stringer

BACKGROUND Cleft lip and/or palate (CL/P) is the most common congenital craniofacial condition. Children born with CL/P are at increased risk of persistent speech difficulties related to velopharyngeal incompetence (VPI) and compensatory articulation problems. It has also been reported that they achieve poorer results academically than their peers. There is a further body of evidence to suggest delayed language skills. These potentially related outcomes are often reported separately. AIM To review published and unpublished research into the nature of difficulties related to spoken and written language across all non-syndromic cleft diagnoses. To review any evidence of associations between comorbidities. METHOD A scoping review was carried out in October 2016 and updated in June 2019 following published methodology (Arksey & O'Malley, 2005; Levac et al. 2010). RESULTS A search of the literature over the two time points found 38 papers in total. Three main themes were found: oral language skills, reading and auditory processing difficulties. CONCLUSIONS There is evidence of early language delay in children born with CL/P. Evidence of persistent oral language problems is less conclusive. Many studies have reported scores within the average range for language, auditory processing and reading but poorer outcomes when compared to non-cleft control groups. However, studies have used a range of outcome measures, making comparisons difficult. Moreover there is no clear evidence how these difficulties might relate to speech outcomes or educational achievement and no comparison to other populations with speech, language and communication needs (SLCN).

Saghie Sharifzadeh, Cédric Sarré

While published research on the role of the body in multimodal didactic discourse is growing at a fast pace, as shown by the numerous recent studies on the subject (Aden, 2017 ; Azaoui, 2015 ; Sime, 2001, 2008 ; Tellier, 2014, 2016), research on the multimodal nature of learner-learner interactions in a second language (L2) remains more confidential than that on interactions between teacher and learner(s) or between native speaker(s) and learner(s) (Kurhila, 2006). In addition, few studies have been published to date on the use of non-verbal resources in learner-learner exchanges (Gullberg, 2010). As a result, our knowledge of the types of interactional resources involved in these exchanges and of the way they are used is still limited. This is particularly true of interactional resources other than the words uttered by interactants. Interacting results from a complex cognitive process (McNeill, 2005 ; Kendon, 2004) which combines verbal resources as well as vocal and visual ones (postures, facial expressions and gestures, cf. “ressources posturo-mimo-gestuelles” for Cosnier, 1985). We investigate the impact of the visual resources in face-to-face L2 learner exchanges so as to better understand their role in learner-learner interactions, as well as the way they are interpreted by the co-speakers through the inferential processes in play. It is only thanks to these pragmatic inferential processes, which are instrumental in the interpretation of contextual elements (cf. Gumperz 1989), be they intra-textual or extra-textual, that co-speakers can truly access the speaker’s intended meaning. Gestures and more generally visual resources trigger inferential processes that make it possible to reconstruct the meaning of utterances, even more so when the latter are difficult to put into words. In the case of ambiguous, erroneous or incomplete utterances, coverbal gestures, i.e., gestures produced at the same time as speech acts (McNeill, 1992, 2005 ; Goldin-Meadow, 2003), can generate inferential work for the co-speakers and facilitate access to the speaker’s intended meaning (Tellier, 2014). The multimodal nature of interpersonal communication is claimed to be all the more perceptible in exchanges between L2 learners because of the deficits in their L2 system (David, 2017) : a number of studies (Gullberg, 1998 ; Hadar et al., 2001 ; Nobe, 2001 ; Yoshioka, 2005) show that the use of gestures is more prevalent during exchanges in L2 than in L1, in particular the use of deictic gestures (Sherman & Nicoladis, 2004). The exploratory empirical study presented in this paper aims to shed light on the role of visual resources for a given speaker in interactions between learners of L2 English, but also on the way these resources are interpreted by the co-speakers, who engage in inferential processes to gain access to the intended meaning. Our work is based on a corpus of face-to-face oral interactions between learners of L2 English in tertiary education. Our analysis highlights the essential role of inferential processes in the interpretation of visual resources in three different patterns : learners of L2 English tend to make inferences based on (1) visual resources used during word searches, (2) visual resources used in turn management, and (3) visual resources used as substitutes for verbal elements. Our results show that inferences based on visual resources are related to both the speaker’s communicative intent and the management of speech turns. Our study also sheds light on the multiple functions that a single visual resource can take on in a given context and leads us to advocate language classes with specific training in interpreting and resorting to visual resources as “inferrable” clues which are specific to a given geographical and linguistic area.

Cristina Cañamares Torrijos, Ángel Luis Luján Atienza

La lírica popular infantil fue utilizada como medio de enseñanza para contrarrestar el analfabetismo en España de los años 30 y 40 gracias a que favorecen el acceso al texto. Dos de los cancioneros usados fueron el Canciones infantiles de María Rodrigo y Elena Fortún y Poesía infantil recitable de José Luis Sánchez Trincado y Rafael Olivares Figueroa. La recopilación y fijación de dichos cancioneros tiene una intención subversiva, pues intentan conservar y resaltar el tinte popular. Las canciones tocan temas como el amor, la muerte, la religión, entre otros. todo ello muestra no sólo el interés por lo conservar el tono popular de los antólogos, sino a las dificultades que se enfrentaron.

José Manuel Pedrosa

José Manuel Pedrosa

Jing Xu

ABSTRACT In vocabulary research there has been a shift from focusing on single words to considering multiword sequences, such as collocations. Despite the general consensus among language researchers that collocation is essential to effective language use in real-world communication, particularly oral communication, language-testing researchers have made little attempt to evaluate this language phenomenon in second language (L2) spoken discourse, nor is it common practice for speaking assessment criteria to embrace the concept. Following a review of three contemporary speech-processing theories and a logical analysis of the relationship between collocation and speech formulation, this article proposes a new construct called “spoken collocational competence” (SCC) to account for the observed collocation usage in naturally occurring L2 speech. It is suggested that SCC be measured in three dimensions (i.e., accuracy, complexity, and fluency), and empirical evidence for this construct is presented. Finally, the implications of SCC for automated speech evaluation are discussed.

Garand KL, Strange C, Paoletti L et al.

Kendrea L Garand,1 Charlie Strange,2 Luca Paoletti,2 Theresa Hopkins-Rossabi,3 Bonnie Martin-Harris3 1Department of Speech Pathology and Audiology, College of Allied Health Professions, University of South Alabama, Mobile, AL 36688, USA; 2Division of Pulmonary, Critical Care, and Sleep Medicine, College of Medicine, Medical University of South Carolina, Charleston, SC 29425, USA; 3Department of Communication Sciences and Disorders, School of Communication, Northwestern University, Evanston, IL 60208, USA Background: Swallowing impairment (dysphagia) has been associated with COPD and may contribute to exacerbations of this chronic and progressive disease. Further, risk of mortality increases with concomitant presence of cachexia in the COPD population. The purpose of this prospective study was to depict oropharyngeal swallowing physiology in underweight patients with stable but advanced-stage COPD. Patients and methods: Ten underweight patients with stable but advanced COPD underwent a modified barium swallow study. Analysis of oropharyngeal swallowing function was completed using the standardized Modified Barium Swallow Impairment Profile and the Penetration–Aspiration Scale. Scores from the Dysphagia Handicap Index and 10-item Eating Assessment Tool were collected to assess patient perception of swallowing difficulty. Findings were compared to age- and sex-matched healthy controls. Results: Significantly higher MBSImP oral total scores (P=0.007) were observed in COPD patients compared to matched controls, but no difference was observed in pharyngeal total scores (P=0.105). Patients with COPD had significantly higher maximum PAS scores compared with controls (P=0.030). There was no significant difference in EAT-10 or DHI scores between patients with COPD and controls (P=0.41 and P=0.08, respectively). Conclusion: Underweight patients with severe but stable COPD present with dysphagia that may not be recognized by the patient. Further investigation is needed to elucidate the interaction between the respiratory–swallowing systems, how muscular weakness may contribute to swallowing impairment, and responsiveness to swallowing treatment. Keywords: COPD, swallowing impairment, MBSImP, dysphagia, underweight

BUTTA, Mirela

Daniele Corbo, G. Orban

K. Hogrefe, W. Ziegler, Nicole Weidinger et al.

Vedika Bagwandin, Lavanithum Joseph

Background: Hearing loss among young adults is on the increase largely because of greater exposure to recreational noise. One of the effects of a sensorineural hearing loss is tinnitus. Despite efforts to raise awareness of hearing loss and tinnitus, young adults continue to expose themselves to the potential risks. The reasons for this are unclear; neither is the extent to which tinnitus is experienced in this population. Objectives: The study aimed to describe the awareness and experience of tinnitus among young adults, with regard to its existence, causes, effects and management. Methods: A descriptive study design was employed using an electronic survey that targeted students within a selected school at a university in KwaZulu-Natal. There were 75 participants between 18 years and 30 years. Data were analysed using descriptive statistics. To raise awareness about tinnitus, on completion of the questionnaire, all participants were given access to an information document about tinnitus, its causes and management. Results: The majority of participants (69.86%) were not aware of the existence of tinnitus. Thus, most of the participants did not know about the causes or effects of tinnitus. Tinnitus was experienced by 13.51% of participants themselves and 12.16% knew someone who suffered from it. Conclusions: The general lack of awareness of what tinnitus was, its causes and effects, has implications for audiologists who are involved in hearing health care across the age span. Hearing health promotion programmes targeted at young adults should include information on hearing loss as well as tinnitus and its management.

Talita le Roux, B. Vinck, I. Butler et al.

Andressa da Costa Franceschini, Lúcia Figueiredo Mourão